January 2000
In message "variables, parameters, constants (SD2487)" Teresa writes:
>>...there is a hurdle that students need to get beyond and that is when
they become comfortable enough with the software that they can devote more
mental energy into thinking about what they are doing. He said that this is
typical of students no matter what technology they are using.<<
I believe that we too often fall into the trap of providing students with
"answers" to "questions" they have never asked -- then are surprised that
they aren't grateful. One way to finesse the hurdle Teresa mentions is to
teach "backwards." That is, teach the concepts (the "thinking about what
they're doing") first: first give students a task to perform (or a problem
to solve) and let them struggle with it any way they can, then give them a
new way of thinking about such a task (i.e., teach some "systems thinking"
or system dynamics thinking), and only then show them how software can help.
As an example of this, the MIT "Roadmaps" course in system dynamics
(developed under the supervision of Dr. Jay Forrester and available on their
website) chooses to emphasize the thinking/understanding of dynamic
phenomena and only introduces software late in the game. (Even this
wonderful course fails to provide meaningful tasks as the motivation for
learning -- assuming, probably correctly, that people who go through
"Roadmaps" are already motivated to learn SD.)
The "backward" methodology is only backward from the way we often teach --
it's "forward" (and natural) methodology from the perspective of the learner
and in the context of real life. In real life (as opposed to student life)
we face situations where we want or need to accomplish something but cannot.
This motivates us to learn something that will help us accomplish the goal.
Software and system dynamics methods are only tools and, like all tools,
are truly appreciated (and learned well) only in the context of wanting to
accomplish something (or to accomplish something better or more
efficiently.) ***End of Lecture 203*** ;-)
John W. Gunkler
jgunkler@sprintmail.com
Xxxxxxxxx
From: Jorge Luis Bolívar <jxxiii@telcel.net.ve>
To: <k-12sd@sysdyn.mit.edu>
Subject: Greeting
Date: Sat, 8 Jan 2000
Hello!
I'm Jorge Luis Bolívar, Principal at Instituto Educacional Juan XXIII in
Valencia, VENEZUELA; I also teach Chemistry and Theory of Knowledge. We are
an International Baccalaureate School. We love to guide our teaching to
interdisciplinary and holistic approach. We would like to arrange our K-12
School on a systemic teaching manner. Could you help us? We would appreciate
it... a lot.
Jorge Luis Bolívar
Instituto Educacional Juan XXIII - 0968
Calle San Enrique N 80-70. Trigal Centro
Valencia, Venezuela
Phone
58 41 424511 home
58 41 425732 Office
58 41 42 5570 fax
58 143 405621 cellular
Xxxxxxxx
Date: Mon, 10 Jan 2000
To: k-12sd@sysdyn.mit.edu
From: Debra Lyneis <LyneisD@cle.tiac.net>
Subject: helping hands
Happy New Year!
Could I ask for some help, please? I'd like to pull together a paper on
"Bringing System Dynamics and Systems Thinking to a School Near You." The
key to system dynamics in K-12 education lies in the classroom, in the
interactions between teachers and their students. This is where we have to
succeed. However, it seems to me that it is very difficult for one teacher
to make such a big change and sustain it on his/her own.
In many schools where SD is catching on in these early stages, there has
been support and encouragement from outside the classroom. That support
has come from a variety of places: champions, foundation grants,
businesses, academia, SD experts, taxpayers, parents, school boards and
administrators. It has also come in many forms, from money and equipment,
to encouragement, technical advice and political pressure. It has all been
very generous and invaluable.
At this point, I would like to outline some of these contibutions to
acknowledge them and set examples for others to follow. It may be useful
to have such a wish list when people ask what they can do to help. It is a
way to build involvement in schools and improve education with SD/ST--two
good things!
I've begun to gather info, but I'd love to hear more.
* What things have people done to help you get going? What was most
helpful and why? Any advice? Any pitfalls?
* What do you WISH people would do to help? This includes local
businesses, local SD/ST experts, parents of your students, school boards,
local colleges, anyone else. (I think parents may be an untapped
influential resource here.)
* These can be big things or little things, material things (like specific
technology needs) or non-material things (like encouragement, expertise.)
Whatever you think is important.
Maybe if you post your ideas, someone else out there will be inspired to
volunteer. Or you can e-mail me directly at LyneisD@cle.tiac.net.
Thanks so much. I hope this helps.
Deb Lyneis
(Wearer of many hats: curriculum writer through the Gordon Brown Fund at
the CLE, member of the Waters Grant team at the Carlisle (MA) Schools,
former Carlisle school board member, former SPED teacher, proud parent, SD
spouse, and firm believer that SD can and must improve education.)
xxxxxxxxxxxx
Date: Tue, 28 Dec 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: Janis Dutton <jldutton@iac.net>
Subject: Re: A Beginners Mind
Richard Turnock wrote:
>Listening with a beginners mind means I'm willing to ask questions, become
>vulnerable and to appear to be foolish. When I've done this teaching
>teachers system dynamics, I've had great results and I've found it's hard
>to do.
Perhaps it would be easier Richard if you changed the words (and maybe your
thinking) "appear to be foolish." The word "appearance" suggests a false
front or what you want people to see, a pretence. And "foolish" implies
silliness and not deserving respect.
From what I have read of your earlier messages, I can't imagine this
describes you. I sense instead an expertise that is open to learning, and
deserving of respect. I prefer the words "open to possibilities." I don't
think you can fake these characteristics before a group of adult (or any
age) learners and have great results. Great results in teaching SD to
teachers come from modeling behavior as well creating models.
The beginner's mind suggests openness, which is a way of being that is not
false. It also suggests a humility that allows us to learn instead of
knowing all the answers ahead of time. Neither of these are appearances or
foolishness.
"In the beginner's mind there are many possibilities, but in the expert's
there are few."--Shunryu Suzuki
"The more I learn, the more I realize I don't know."--Albert Einstein
"To know that you do not know is the best. To pretend to know when you do
not know is a disease."---Lao-Tzu
Janis Dutton
Xxxxxxxxxxxx
Date: Tue, 11 Jan 2000
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: teresa@northwest.com
Subject: Re: Fwd: helping hands
Deb
I feel that within schools, administrators are the key support people. Not
only for encouragement but also for that stamp of approval for grant writing.
They are the people that have the time and responsibility to visit
different classrooms, promote and encourage innovation, promote more
learner-centered curriculum, promote and encourage what they see in
classrooms to other teachers, and organize inservice opportunities for
teachers.
Also within schools, the time for teachers to collaborate, team teach, and
share strategies must be provided. Not many teachers are willing to give up
all of their prep time to be the champion, nor are other teachers
necessarily willing to give up their time to listen to the champion.
As individual teachers begin to work with ST/SD with their own students,
these students can also be ambassadors for the teacher. Hopefully as a
result other teachers will become curious and interested. Sharing a
classroom also helps.
The technology must be available also. It is very frustrating for teachers
to try to work with ST/SD without the necessary (working) technology to
support it. I am there now!!! Sometimes the technical problems or lack of
scheduling time in a computer lab are prohibitive to the teacher's efforts.
Teachers themselves must be 100% committed to this endeavor to continue to
battle these obstacles.
Outside the classroom, having professionals who work with ST/SD, that can
also teach, are invaluable to work with both teachers and students in
workshops and ongoing classes. Here in Portland that has been provided by
PGE and Richard Turnock. He has offered several classes for both teachers
and students over the past year. We are very thankful for their support
and Richard's efforts.
Businesses and foundations who are willing to provide funding for technology
are necessary at this time with limited funding for technology in both
public and private schools.
It is difficult to shift the focus of schools from "presentation" software
and internet searches to something that requires students to aspire to
higher levels of thinking and that can benefit them in any discipline.
Parents who work with ST/SD in their jobs are also great encouragement to
unconvinced administrators. They can help the champion teacher promote the
cause.
State school systems that require professional development units for
renewing teachers certification are also a big plus. That is now happening
in Oregon which has helped me to recruit more teachers into training
opportunities.
Xxxxxxxxxxxxx
Date: Fri, 14 Jan 2000
From: "ANNELIESE WAGGONER" <Awaggone@greenbay.k12.wi.us>
To: k-12sd@sysdyn.mit.edu
Subject: Re: Fwd: helping hands
I think that one thing the system dynamics people can do is to partner or
piggyback on some of the mainstream efforts related to constructivist ideas
or to promoting higher order thinking skills in the curriculum. It is
important in my view to integrate the teaching of systems thinking with
some of these other major efforts at reform in schools, so that systems
thinking is not viewed as just one more isolated idea for school change.
Anneliese Waggoner
Supervisor of Staff Development
Green Bay Area Public Schools
200 S. Broadway
Green Bay, Wi 54303
(920)448-2068
xxxxxxxxxxxxx
Date: Fri, 14 Jan 2000
To: k-12sd@sysdyn.mit.edu
From: Debra Lyneis <LyneisD@cle.tiac.net>
Subject: Helping hands
Dear Teresa,
Thanks for all your good ideas. You're a good sport to jump in.
I guess the question is: How do we get as many people (stakeholders) as we
can involved in implementing and sustaining necessary change in K-12 ed?
It is very hard for single teachers or administrators to do it on their
own. I think many people outside of the school would be willing to help,
as so many have already done. We just need to outline for them what things
have worked best and what things we need most, viewing the school as part
of a much broader community.
>I feel that within schools, administrators are the key support people. Not
>only for encouragement but also for that stamp of approval for grant writing.
>They are the people that have the time and responsibility to visit
>different classrooms, promote and encourage innovation, promote more
>learner-centered curriculum, promote and encourage what they see in
>classrooms to other teachers, and organize inservice opportunities for
>teachers.
In schools with a supportive admin, SD/ST can blossom. Is there anything
parents or others can do to help? What would administrators out there
suggest?
>The technology must be available also. It is very frustrating for teachers
>to try to work with ST/SD without the necessary (working) technology to
>support it. I am there now!!!
If you could have any technology, what would you request? Is used
equipment OK or more trouble than it is worth?
>Outside the classroom, having professionals who work with ST/SD, that can
>also teach, are invaluable to work with both teachers and students in
>workshops and ongoing classes. Here in Portland that has been provided by
>PGE and Richard Turnock. He has offered several classes for both teachers
>and students over the past year. We are very thankful for their support
>and Richard's efforts.
Is this arrangement something that other businesses could do too? How did
it come about? Any advice to others about what works best, pitfalls, etc?
Any other ideas? How do we involve the broader community and enlist the
support of volunteers in this effort to improver K-12 education?
Thanks again.
Deb
Xxxxxxx
From: EVScott7@aol.com
Date: Tue, 18 Jan 2000
Subject: Re: Teaching "backwards"
To: k-12sd@sysdyn.mit.edu
Please let me offer my hearty, "here, here!" to your thoughts.
This past summer I was part of a team that worked with a group of youth,
11-17, in a summer science camp at The Boeing Company in Downey, California.
The assignment for the youth was to reflect, imagine, discover, create, and
share their ideas for a colony of 100 people on Mars in the year 2030.
As team leaders we began with some instrospection exercises focusing on what
would motivate anyone to even be involved in something like this, either
thinking about it or going, and then moved into team bulding and problem
solving. While Boeing is clearly a technology driven company, our focus was
not on technology first. It was on what part of the elephant each student
was going to chew on for the length of time we were together.
The results of this camp experience practically left those of us who served
as leads breathless. We guided, supported, watched and worked while more
than 40 completely diverse, unrelated students found their way into working
teams and eventually produced a display so exciting that it was chosen to
serve as the kick off project for the Natioanal Mars Millennium Project
cosponsored by the J.Paul Getty Foundation in Los Angeles, the National
Endowment for the Arts, the Jet Propulsion Laboratory and NASA, featuring
Secretary of Educaiton Riley.
Outline details of what went into this project may be seen by looking for the
GENESIS button at www.mars2030.net/boeing.
While I am in no way an expert in SD, I am a long time learner and am
absolutely clear that an appreciation of systems and how they work was the
key to the success of this project where more than 40 students easiily put
aside wildly varying educational, socio-ecnomic, demograpshic, gender,
ethnic, and racial backgrounds and found common ground in a big enough,
important enough topic: How are we going to create successful communities in
the future? What fun!
Elane V. Scott
Associaiton for Parent Training
Education Marketing and Parent Resource Development
Whitter, California
evscott7@aol.com
Date: Tue, 25 Jan 2000
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: Presentations for the K-12 conference
Dear List Serve members,
This is a reminder that the abstracts for the next K-12 Systems Thinking and Dynamic Modeling Conference to be held June 25-27, 2000, in the Portland, Oregon area are due on February 1.
Process for submitting presentations for sessions:
Feb. 1, 1999 - Submission of an abstract which includes the context and history of the topic of the session and the level of participant (introductory or experienced) is due. Please send it either in the body of an e-mail or as an attachment.
Mar. 1, 1999 - Submitters will be notified of acceptance.
June 1, 1999 - A final outline/ presentation or paper due for incorporation into the conference CD.
Most sessions will be 1 1/2 hours in length. A few selected sessions ( especially introductory material) will be scheduled as double sessions on Sunday afternoon. There will be 2 1/4 hour workshop sessions on Monday afternoon. Please be specific about which length session you feel is the most appropriate for your material.
The theme of the fourth K-12 conference is "Coming Together and Moving Forward", emphasizing the learning gained from the last 8-10 years of work in K-12 systems education and our thoughts for incorporating more people while moving ahead positively. This includes the following topics:
Successive improvement - how have we done it, what are the markers of our failures and triumphs?
Case studies approach- where is /has SD made a difference both in education and in the world?
Many people entering systems education through various doors. How do we create paths from those doors? What paths have worked, have not worked?
System Dynamics as a vehicle for collaboration and questioning.
Tools for understanding.
Please consider presenting a session at next summer's conference if you have something to say on any of the above themes or if you:
Have an effective piece of curriculum to present.
Have a story about your progress as a systems educator.
Have an administrative application of systems tools and techniques.
Have a progress report on a plan to get systems education implemented in your classroom, school or school district ( or all three).
Have examples of learning achieved by students through systems education.
Have students who are willing to share insights into their learning through the use of systems.
Have created a sequence of curriculum which seems to work for your grade level in teaching systems concepts.
Have insights into assessing systems learning.
Have tools for assessment.
Have an overview of how systems education fits into a curriculum for a certain grade level and/or discipline.
Have used systems techniques to create learner-centered learning.
Have used systems techniques to create interdisciplinary cooperation and curriculum..
Have an effective way of introducing systems to neophytes.
Have a good training session for more advanced participants.
I am looking forward to some great e-mail in the next week!!
Lees
Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@tiac.net
http://sysdyn.mit.edu/cle/
End of January 2000